Vocational education and training in Norway 
NCU, June 2000
 

This document has been prepared at the request of CEDEFOP in spring 2000 by the Leonardo National Agency, National Institute of Technology, Norway. Author: Halfdan Farstad. What is presented on the following pages is an abridged, updated version of the monograph on the Norwegian VET system, which was published by CEDEFOP in English in June 1999 and later in French and German. This document will also be made available in French and German. CEDEFOP project coordinators: Michael Adams, Reinhard Nöbauer Contents Norway - counties and principal cities Norway - key data 1999 Overall goals and principles of education and training The influence of social partners on education and training Reforms in the 1990s Administrative levels in the Norwegian educational system Education and vocational training in Norway - an overview Compulsory education Upper secondary education and training Apprenticeship in Norway Vocational guidance and follow-up service Technical schools Higher education Education and training for groups with specific needs Adult education Training as a labour market measure Documentation of informal skills Training of teachers and trainers Legislation Financing of vocational training Annexes Key institutions Bibliography 1. Norway - counties and principal cities View Image [Back to top] 2. Norway - key data 1999 Population 4.5 millions Population density 14.3 capita / km2 Urbanisation 61.0 % Population growth 0.7 % GDP per capita 34 000 US$ Annual growth of GDP 0.9 % Net national debt -- % Budget deficit -- % Unemployment rate 3.2 % 16 - 24 years 9.5 % Educational level: share of population, 16 years and above, who have completed: - higher education (3 years or more): 22 % - upper secondary education / training: 77 % ---------------------------------------------------------------------------------------------------- [Back to top] 3. Overall goals and principles of education and training Education and vocational training are viewed as central means to achieve national goals in areas such as economic, regional and employment/labour market policy. The resulting competencies should enable individuals to obtain employment and thus be in a position to provide for themselves. Equality and freedom of choice are major principles and goals of national education and vocational training policy. Accordingly, education is a public responsibility; every young person completing compulsory education is entitled by law to three years of upper secondary education and / or training; the supply of education and training should be of high quality and broad enough to allow for a range of choices irrespective of geographical location and social conditions; all education and training in the public domain is supplied free of charge. The costs are covered by public budgets. Students in upper secondary and higher education must provide textbooks and other equipment for themselves. [Back to top] 4. The influence of social partners on education and training The social partners play an important and active role in both the framing and implementation of vocational education and training policy. This influence is institutionalised through the legal framework. It is also expressed through procedures for representation in central bodies and active participation in preparatory, implementation and control tasks within the field. The main reason is that vocational training is of major importance to the working community as far as working conditions, productivity and profitability are concerned. The employers’ and employees’ organisations have representatives in all important advisory and decision-making bodies at national and county level: the National Council for Vocational Training (Rådet for fagopplæring i arbeidslivet - RFA) the 20 national Vocational Training Councils (Opplæringsråd) which represent the expertise in different sectors and recognised occupations the Vocational Training Committee (Yrkesopplæringsnemnda) for each county the examination boards (prøvenemndene) in each county and national appeals board (ankenemndene). The social partners are thus directly involved in, among other things, the framing of the structure and content of recognised occupations, in development of curricula and framing of the trade- and journeyman’s examination. With regard to the actual delivery of training, private and public enterprises and institutions co-operate closely with the authorities, providing apprenticeship places and tutors at the workplace. Training offices (Opplæringskontorer), which are owned by local enterprises and institutions, provide assistance in identifying and establishing apprenticeship places. They function as administrative and professional mediators between the authorities and the training companies and organise apprenticeship training with shared responsibilities between smaller enterprises. [Back to top] 5. Reforms in the 1990s During the 1990s, all levels of the Norwegian education and training system were subjected to major reforms, with regard to both structure and content. The legal framework was updated and harmonised with the aim of achieving a more uniform system and better coordination between education at various levels in schools, and training at work. The main objective was to meet the Information and Communication Technology (ICT) challenges and needs for rapid change in a dynamic context. In 1993, a core curriculum, applying to primary, secondary and adult education, was implemented. During the years 1994 - 1997, 98 regional colleges were merged into a total of 26 larger, state colleges with a common entrance procedure. The universities and colleges were given new responsibilities for continuing education. Reform 94, which covered general and vocational upper secondary education and training, introduced a statutory right for all young people to three years of upper secondary education, as well as a public follow-up service. With Reform 97 the starting age in compulsory school was lowered from age 7 to age 6 and the total duration extended from 9 to 10 years. Foreign language education was strengthened. In 1999, a new Education Act covering compulsory and upper secondary education and training, and parts of adult education, was implemented. Technical schools, which provide vocational training at the level between upper secondary and higher education, experienced significant changes from the autumn of 1999. At the same time, teacher training was updated. "The Competence reform", in preparation since 1996, will complete this comprehensive round of major reforms. It will cover adult education and continuing vocational training and be implemented as a joint venture between the trade unions, the employers’ organisations and the government. [Back to top] 6. Administrative levels in the Norwegian educational system Source: Ministry of Education, Research and Church Affairs The Ministry of Education, Research and Church Affairs (Kirke-, undervisnings- og forskningsdepartementet - KUF) has the overall responsibility for all levels of education, from primary and secondary to higher education, including adult education. The responsibility comprises development of standards and curricula, supervision of providers of training, certification and research policy. At county level, the Ministry conducts its authority through the 18 National Education Offices. The local municipalities are responsible for the administration and delivery of the compulsory education and training, whereas the county authorities are in charge of the upper secondary level. Higher education institutions report directly to the Ministry. Norway has a small private school sector. Of all enrolled pupils, approx. 98.5% in compulsory education and 96% at upper secondary level attend public schools. Less than 10% of all students in higher education attend private institutions. [Back to top] 7. Education and vocational training in Norway - an overview ( ) Duration in years. *) Most students at Folk High Schools have completed general upper secondary education. However, some of the schools also recruit younger students. Many immigrants chose to attend a Folk High School as their initial Norwegian education. **) Several years of relevant practice after completion of the training for the trade and journeyman's certificate are required. ***) Targeted training in order to improve employment or prevent unemployment. Students’ background, duration of training and level of training vary considerably. Source: Leonardo NCU Norway / author The public mainstream education and training system can be roughly divided into three levels: ten years of obligatory primary and lower secondary schooling with a starting age of 6. upper secondary education or training, with two main strands: - three years of general academic education as a preparation for higher education. - four years of vocational training; two years at school and two years of apprenticeship . higher education at universities and colleges, including vocational training. [Back to top] 8. Compulsory education The compulsory school comprises primary and lower secondary education. As from 1997, the total duration is 10 years and the starting age is 6. Around 60 000 pupils enter primary school each year and the total number of pupils is around 600 000. There are a total of 3270 compulsory schools, of which almost 2 100 cover all grades 1 - 10 and 480 provide solely lower secondary education (grades 8 - 10). All pupils have to sit for final examinations, but everyone who has completed all grades, receive a graduation certificate and are entitled to upper secondary education. [Back to top] 9. Upper secondary education and training Upper secondary education and vocational training caters mainly for the age group 16-19. There are two main strands: three years of general academic education as a preparation for university or college studies four years of vocational education and training, leading to formal certification as a skilled worker. The latter normally includes a 2 year period as an apprentice in a private enterprise or public institution. Apprenticeship is thus an integral part of upper secondary education and training. In both strands, the first year is called foundation course and is followed by advanced course I. There are a total of 13 foundation courses within the two strands: General and business studies Music, dance and drama Sports and physical education For most students, these foundation courses do not lead directly to a formal qualification, but to entrance qualifications for higher education. However, some participants at General and business studies after the foundation course choose to follow a vocational pathway. These foundation courses lead to specialised vocational studies and formal qualifications: Health and social studies Arts, crafts and design studies Agriculture, fishing and forestry Hotel and food-processing occupations Building and construction occupations Technical building occupations Electrical occupations Engineering and mechanical occupations Chemical and processing occupations Woodworking occupations All the vocationally oriented Foundation courses provide basic education covering several specific occupations. There are about 100 more specialised Advanced courses I, after which the student can choose between different types of further specialisation through apprenticeship. If an apprenticeship place is not available, attending an Advanced course II at school, is an alternative. The training is completed by a final examination for the trade certificate within a formally recognised occupation, of which there are roughly 200. In August 2000, two new Foundation courses will be introduced, Mercantile occupations and Media and communication. As of 1998, a total of 168 500 students were enrolled in the 523 upper secondary schools, of which 63 were private. A total of 31 800 individuals received training as apprentices in enterprises. 96% of all pupils, who complete compulsory school, enter upper secondary education. 40 - 45% of all new students choose General and business studies. The gender representation here was 57 / 43 in favour of women. In general, participation by gender in the various types of education and training is very traditional; e.g. the female share in Health and social studies was 92%, but less than 10% in Building and construction. [Back to top] 10. Apprenticeship in Norway Apprenticeship is an integral part of upper secondary vocational education and training. Most of the formally acknowledged training schemes related to the 200 recognised occupations, follow the "2+2" model, i.e. two introductory years at school and two years as an apprentice in a private enterprise or public institution. Apprenticeship is based on a contract between the individual candidate and the training company. To take on an apprentice, the enterprise or public institution has to be approved by the county authorities as a training company. All apprenticeship contracts must be approved by the county vocational training committee. Apprenticeship training is based on the premise that in-service training provides the best and most realistic knowledge of the recognised occupation. In order to be competitive, enterprises possess modern technical equipment and use modern working methods. They are preoccupied with quality and productivity and strive to maintain market shares. In enterprises, therefore, apprentices will achieve the training which best prepares them for regular employment. The employers’ organisations and trade unions co-operate closely with the county authorities in both administration and practical implementation of the apprenticeship arrangement. Apprenticeship training implies learning in the context of active participation in the day-to-day work of the training company. The training part should be equivalent to one year of training at school, the productive work constituting an increasing part throughout the period. Legally, the apprentice is an employee of the enterprise and has the rights and duties that follow from statutes and wage agreements. The apprentice is entitled to a salary which corresponds to the productive work conducted. In accordance with the changing work/training ratio over the two year apprenticeship period, the salary increases, according to wage agreements between the employers’ and employees’ organisations, from 30% to 80% of the negotiable salary of a skilled worker in the first and the last 6-month period. In 1998, almost 16 000 new apprenticeship contracts were signed, and the number of apprenticeship contracts in force was 31 800. The vocational training committee in each county has a supervisory responsibility towards the training company throughout the training period and has the right to revoke its status as a training organisation if the training fails to comply with the targets and training agreement. Furthermore, the vocational training committee is responsible for ensuring that the examinations for the craft certificate are held in accordance with the requirements. The examinations for the craft certificate are organised and evaluated by examination boards (Prøvenemnder), appointed by the vocational training committee. Every county should have (at least) one examination board for each recognised occupation. The main tasks of the boards are to organise and arrange the practical parts of the trade and journeyman’s examinations and to evaluate the results. The trade and journeyman’s certificates are issued by the vocational training committee. Each county has established a secretariat for the vocational training committee, which functions as the operational unit in implementing the decisions and tasks of the committee. A candidate who has failed the trade and journeyman’s examination may appeal the decision of the county based examination board. The appeal is decided by a national appeals board (Klagenemnd) for the recognised occupation in question. [Back to top] 11. Vocational guidance and follow-up service In principle, the labour market authorities have the overall responsibility for the provision of educational and vocational guidance for all groups. They supply the training institutions with updated information material and other guidance tools, but the implementation of the task and contact with pupils and students is handled by staff at the educational institutions. All pupils are entitled to vocational guidance both during compulsory school and in upper secondary education and training. School counsellors, who are found at every school, organise the guidance with assistance from the teachers, and often in co-operation with other educational institutions, enterprises and the social partners. Since 1994, all the counties have established a follow-up service which is a body subordinate to the county school authorities. The follow-up service acts as a safety net for school drop-outs and other youngsters between the ages of 16 and 19, who are neither in the education system nor in regular work. The aim of the follow-up service is to provide the necessary information, guidance and practical assistance to direct the individuals into an activity leading to general matriculation, a formal vocational qualification or a partial qualification that can improve their access to the labour market. Every young person in the 16 to 19 age group has a legal right to upper secondary education/training (Reform 94), and must be contacted by the follow-up service if they have not applied for, or if they do not attend, education/training. A yearly average of 7 - 8% of all young people in the 16 to 19 age group are contacted by the follow-up service. Of these, 60% eventually accept an offer of training or work. Three main institutions are established with the aim to strengthen the international co-operation and exchange of information about education, training, the labour market and living conditions: the EURES office, which is a part of the European EURES network, the National Resource Centre for Vocational Guidance (NSY - Nasjonalt senter for yrkesveiledning) established with support from the Leonardo da Vinci Programme. the National Academic Information Centre (NAIC), which provides information and guidance concerning higher education opportunities abroad to students and advises Norwegian universities on the evaluation of "foreign" qualifications as a basis for further studies in Norway. [Back to top] 12. Technical schools Technical schools deliver continuing training at non-academic level and are thus placed between upper secondary and higher education. The main entry requirement is certification as a skilled worker - the craft certificate. The duration of training is two years, with an emphasis on both technical specialisation and economic and administrative subjects. Candidates who complete the training and pass the final exams, obtain a certificate as a technician. As from autumn 1999, a total of 54 technical schools were in operation nationwide, offering training within 9 main areas of study, each of which have several options for further specialisation. [Back to top] 13. Higher education Higher education is provided by both public and private institutions. The state owns and runs 4 universities, 6 highly specialised university colleges, 26 state colleges and 2 colleges of arts and craft. A total of 26 private higher education institutions offer study programmes recognised by the Ministry. 19 of these receive state funding for (part of) their activities. There are some 180 000 students registered in higher education, of which 17 000 are in private institutions. In addition, around 14 000 students are studying abroad. Tuition at public institutions is free of charge. Students in private institutions have to pay a fee, but they receive grants and cheap loans from the state which cover major parts of the extra costs. For purposes of vocational training, the state colleges are of particular interest. They vary in size from 165 students (Saami College) to nearly 8,000 students (Oslo College) and offer mainly short programmes with a duration of 2 - 3 years, e.g. teacher training, health and social work, engineering and business administration. Some of the programmes comprise long periods of supervised practice in direct contact with patients or clients. Universities, colleges and research institutions are interlinked through Network Norway. The overall aim is to establish a joint, integrated knowledge system characterised by internal work-sharing and coordination between all the institutions involved in higher education and research. The intention is to increase both total quality and total productivity in the sector. Admission to higher education is decided centrally by the government. In general, both the universities and the colleges have the same entrance requirements, which are: successful completion of three years of general upper secondary education, or a recognised vocational qualification/trade or journeyman’s certificate, plus examinations passed in specific theoretical subjects. [Back to top] 14. Education and training for groups with specific needs All pupils at compulsory and upper secondary level are entitled to education and training in accordance with their own resources and needs. Thus, specially adapted training is provided at all levels. Most students receive the adapted training within normal classes. Young people with specific needs, based on physical or mental disabilities, psycho-social problems or other disadvantages can be admitted to upper secondary education and training on special terms. Those who do not benefit from ordinary teaching are entitled to special education, and they can be granted a prolonged education and training period - 5 years instead of 3. Many of them are offered special technical equipment, e.g. a computer. Students in vocational training may be allowed to take their entire training programme as an apprentice. In upper secondary education and training around two thirds of the 8 000 students who are admitted on special terms yearly, are male. Within higher education, each institution is responsible for the provision of advice and assistance to its disabled students. At least 5% of the maintenance budget should be spent to facilitate physical access for these students. State colleges are allowed to reserve up to 10% of places for applicants with special needs and they receive specific state grants to cover costs of extra administration and expenditure in order to provide necessary equipment and services. [Back to top] 15. Adult education Local municipalities and county authorities are responsible for adult education at compulsory and upper secondary level, respectively. 35 000 to 40 000 individuals attend these courses each year. Almost 30 000 immigrant participants are registered for basic courses in Norwegian and social studies. 22 non-profit study associations and 14 distant learning organisations provide education of different types and at various levels for a total of 725 000 registered participants yearly. Universities and colleges deliver continuing and further training to more than 90 000 adults. Labour market training, in-company training and training arranged by sectoral organisations, add to these figures, indicating that more than 1.5 million adults receive some kind of education and training every year. [Back to top] 16. Training as a labour market measure Education and training is used extensively to counteract the exclusion of the unemployed from the labour market. Targeted training and updating is aimed at filling the gap between the skills of the job seekers and the demands of the employers. There are several measures: Labour market training (Arbeidsmarkedsopplaering - AMO). AMO courses are offered to the unemployed in several fields. They are designed to provide specific skills and an updating of qualifications to meet demands in the local labour market. The courses last from one week to ten months and are fully financed by the state. Some lead to a craft certificate or part qualifications in defined trades. The number of AMO courses varies according to fluctuations in the unemployment figures. In 1994, there were 77 300 participants, whereas the numbers were down to some 33 000 in 1998. Rehabilitation targets people with a physical, mental or social disability. Education and/or job training is meant to improve their chances in the job market. The training is partly provided within regular education and training, partly as job training in sheltered workshops run as part of the activity of some 100 commercial enterprises nationwide, financed by the labour market authorities. Yearly, some 35 000 to 40 000 participate in this training. In-service training (Bedriftsintern opplæring - BIO) is directly targeted at small and medium-sized enterprises’ needs for training in relation to change and recruitment. Part of the salaries of the employees who undergo training is paid by the authorities. Substitutes for unemployed. Enterprises get substitutes for employees who participate in various forms of training, by temporarily hiring a job seeker. A substantial part of the substitute’s salary is covered by the labour authorities. Maximum duration is 10 months. [Back to top] 17. Documentation of non-formal skills Adult employees are allowed to register for the trade examination, based on the curriculae of upper secondary vocational training. They thus obtain formal recognition of vocational knowledge and skills aquired over time in the context of a job. These so-called practice candidates do not need to go through a formal education and training process, but must have relevant experience of at least 125% of the length of the normal training period for the recognised occupation in question, i.e. normally five years. In principle, they must take the same final examination as the apprentices, including both theoretical and practical elements. However, they are exempted from general subjects, such as Norwegian language and social studies. This documentation measure has become more important since 1994 because of the many newly recognised occupations, not least in traditionally female-dominated occupational areas such as the caring professions, child and youth work, retail, etc. Enterprises find the arrangement useful as a means of recording the skills level of their workforce and thus an effective instrument for attracting potential customers. Many employers encourage their employees to formalise their skills by taking the trade examination. Practice candidates constitute 50 to 60% of all candidates who sit for the final trade examination, and more than 90% of them pass. This equals the success rate of the apprentices. [Back to top] 18. Training of teachers and trainers In general, all permanent teachers in public education and training institutions are trained in higher education institutions in accordance with national framework plans: Pre-school teachers follow a 3 year training offered at 17 state colleges and 1 private college. Teachers in primary and lower secondary school have attended a 4 year general teachertraining provided by 18 state colleges and 1 private college. Some teachers with aspecialisation in specific subjects are educated at university. The teachers in general subjects at upper secondary school are graduates from universities and/or colleges and have completed 3½ to 6 years of studies in relevant subjects. In addition, they have completed a 1 year course of educational theory and practice. School teachers within vocational upper secondary training are skilled craftsmen with a trade certificate, relevant job experience and a 1 year course of educational theory and practice. Many of them in addition have 2 years training at a technical school or are trained engineers. [Back to top] 19. Legislation The legislation within education and training has, necessarily, been changed substantially in relation to the reforms in the 1990s. As of March 2000, the following acts are in operation. The Education Act, implemented as from August 1999, regulates the activity within primary, lower secondary and upper secondary education, including vocational training at upper secondary level. It also covers parts of adult education. Ref: Act No. 61 of 17 July 1998. Internet: http://odin.dep.no/kuf/engelsk/regelverk/lover/014101-200002/index-dok000-b-n-a.html. (English version) Higher education is regulated by two acts: Act No. 22 of 12 May 1995 on Universities and Colleges. Ref: Internet: http://www.lovdata.no/all/nl-19950512-022.html. Act No. 53 of 11 June 1986 on the recognition of study programmes at, and state (i.e. government) funding of, private higher education institutions. Ref: Internet: http://www.lovdata.no/all/nl-19860711-053.html. Both of these have been changed recently, e.g. the former separate act on teacher training was in 1999 integrated in the comprehensive act on Universities and Colleges. The Act on Universities and Colleges is relevant also for CVT as it states that higher education institutions have the responsibility of organising CVT in their own subject areas. A new Act on Technical Schools was introduced and implemented in January 2000. Ref: Act No. 9 on technical schools of 28 January 2000. Internet: http://www.lovdata.no/all/nl-20000128-009.http. Adult education and training is regulated by Act No. 35 of 28 May 1976 on Adult Education. The act has undergone recent changes. Ref: Internet: http://www.lovdata.no/all/nl-19760528-035.html. Other laws affecting recruitment and participation in higher education are: Act on financial support to pupils and students of 26 April 1985, with subsequent amendments. The act states that all registered students at recognised study programmes, at both public and private higher education institutions, may receive subsidised loans and grants from the State Educational Loan Fund for subsistence costs. The same rights are given to students in upper secondary school who can document specific needs. Ref: Internet: http://www.lovdata.no/all/nl-19850426-021.html. Act on student welfare of 1996. Ref: Internet: http://www.lovdata.no/all/nl-19960628-054.html. [Back to top] 20. Financing of vocational training The financing of formally recognised education and training is a public responsibility. State grants are provided to the owners of all approved institutions. The 435 local municipalities, which are responsible for compulsory education, and the 19 counties, responsible for upper secondary education and training as well as education at the technical schools, receive the funding for investments and operation as part of a block grant. The counties also receive special contributions for various targets within vocational training. Higher education institutions receive direct grants from the state according to the level and type of activities, number of students and investment needs. Approved private schools which provide primary, lower secondary and upper secondary education, receive a direct public grant per student. The grant is supposed to cover approx. 85% of the costs while the rest is paid by the participants. At the level of the individual, the State Educational Loan Fund (Statens lånekasse for utdanning) provides grants and loans to students and apprentices in both private and public upper secondary, technical and higher education. Students enrolled in private, recognised higher education institutions or studying abroad, can obtain a grant to cover (parts of) fees. There are no fees at public Norwegian educational institutions. Training enterprises, which take on apprentices as part of the regular upper secondary training arrangement, receive support from the authorities. The size of the grant is determined annually by the national assembly and corresponds to the cost of a training place at school. There are no special taxation incentives for investment in CVT by enterprises. However, costs related to vocational training qualify for tax exemption. The labour authorities provide financial support for in-service training (BIO - Bedriftsintern opplaering) in order to support organisational adaptation, adjustment and restructuring. At the level of the individual employee, grants and loans for continuing and further education and training are offered on the same conditions as for initial training. [Back to top] Annexes A. Key institutions Kirke- utdannings- og forskningsdepartementet - KUF (Ministry of Education, Research and Church Affairs) P. O. Box 8119 Dep, N-0032 Oslo Tlf: +47-22249090 Fax: +47-22249540 Internet: http://odin.dep.no/kuf/engelsk/index-b-n-a.html Rådet for fagopplæring i arbeidslivet - RFA (National Council for Vocational Training) P. O. Box 8119 Dep, N-0032 Oslo Tlf: +47-22249090 Fax: +47-22249540 Nasjonalt læremiddelsenter (National Centre for Educational Resources) Grev Wedels plass 1, N-0151 Oslo Tlf: +47-22476500 Fax: +47-22476552 Internet: http://www.nls.no/ National Academic Information Center - NAIC P. O. Box 1081 Blindern, N-0317 Oslo Tlf: +47-22858860 Fax: +47-22858869 Internet: http://www.nnr.no/index.html Arbeidsdirektoratet (Directorate of Labour) P. O. Box. 8127 Dep., N-0032 Oslo Tlf: +47-22942400 Fax: +47-22942750 Internet: http://www.aetat.no/english/index.html Statens lånekasse for utdanning (State Educational Loan Fund) P. O. Box 195 Økern, N-0510 Oslo Tlf: +47-22726700 Fax: +47-22642636 http://www.lanekassen.no/ Statistisk sentralbyrå - SSB (Statistics Norway, the Central Bureau of Statistics of Norway) P. O. Box 8131 Oslo, N-0033 Oslo Tlf: +47-22864500 Fax: +47-22864973 Internet: http://www.ssb.no/english/ Næringslivets Hovedorganisasjon - NHO (Confederation of Norwegian Business and Industry) P. O. Box 5250 Majorstua, N-0303 Oslo Tlf: +47-22965000 Fax: +47-22695593 Internet: http://www.nho.no/NHOWEB/nyttogny.nsf/web/english.htm Landsorganisasjonen i Norge - LO (Norwegian Confederation of Trade Unions) Youngsgate 11, N-0181 Oslo Tlf: +47-22031050 Fax: +47-22031743 Internet: http://www.lo.no/indexfiler/English.html Kommunenes Sentralforbund - KS (Norwegian Association of Local and Regional Authorities) P. O. Box 1378 Vika, N-0114 Oslo Tlf: +47-22947700 Fax: +47-22832222 Internet: http://www.ks.no/ Teknologisk Institutt - TI, Leonardo NA Norway (National Institute of Technology) P.O.Box 2608 St. Hanshaugen, N-0131 Oslo Tel: +47-22865000 Fax: +47-22201801 Internet: http://www.teknologisk.no [Back to top] B. Bibliography (for legislation see section 19 above) Vocational education and training in Norway CEDEFOP, Luxembourg 1999, available in English, French and German From Apprentice to Skilled Worker. Vocational Training under Reform 94 in Norway Ministry of Education, Research and Church Affairs, Oslo 1996 Apprenticeship in Norway Leonardo NCU Norway / National Institute of Technology, Oslo 1999 Internet: http://www.teknologisk.no/leonardo Abridged version prepared for CEDEFOP, Internet: http://www.trainingvillage.gr/ More Education? Vocational Guidance Directorate of Labour, Oslo 1999 Internet: http://www.aetat.no/english/english_education.html Statistisk Årbok 1999 (Statistical Yearbook 1999) Statistics Norway, Oslo 1999 Internet: http://www.ssb.no/english/yearbook/ Education Act Ministry of Education, Research and Church Affairs, Oslo 1998 http://odin.dep.no/kuf/engelsk/regelverk/lover/014101-200002/index-dok000-b-n-a.html Coherence between compulsory education, initial and continuing training and adult education in Norway CEDEFOP, Luxembourg, 1995 [Back to top]